Connally Middle School was accorded a State accountability rating of C (70-79) based on three domains: student achievement, school progress and closing the gaps. Scores are scaled from 0 to 100 to align with letter grades. The school scored 74 in student achievement, 65 in school progress and 69 in closing performance gaps. It scored 73 overall in post-secondary readiness, a broad term that refers to student preparedness to undertake multiple pathways after graduation, or specifically, their preparedness for college education.

On the other hand, Stevenson Middle School also earned a State accountability rating of C. The school posted 76 in student achievement, 69 in school progress, 60 in closing performance gaps and 71 overall in post-secondary readiness.

A distinction designation acknowledges districts and campuses for outstanding achievement based on the outcomes of several performance indicators. Distinction designations are awarded for achievement in several areas and are based on performance relative to a group of campuses of similar type, size, grade span, and student demographics.

Distinction Designations for Connally Middle School and Stevenson Middle School are not applicable as neither one earned a recognition for outstanding achievement in seven categories.

Based on Racial/Ethnic Groups, the dominant group in Connally Middle School is Hispanics who make up nearly 77.60% of student population, followed by Whites or Caucasians (15.46%), Two or More Races (2.75%), African Americans (2.60%), Asians (1.16%) and Native Americans (0.14%).

At Stevenson Middle School, Hispanics make up 70.99% of student population, followed by Whites or Caucasians (22.46%), African Americans (2.82%), Two or More Races (2.57%), Asians (0.90%) and Native Americans (0.13%).

Based on household incomes, the Connally Middle School’s economically disadvantaged students is slightly lower at 41.47% compared to 44.93% at Stevenson Middle School.

In terms of Limited English Proficiency (LEP), a term used in the United States that refers to a person who is not fluent in the English Language, mainly because it is not their native language, Connally Middle School has a slightly higher number of English Language Learners comprising 7.95% of its student population compared to 4.88% at Stevenson Middle School.

Connally Middle School’s bilingual students comprise 5.64%, gifted and talented students, 13.73%, while 20.95% are in the special education program. Stevenson Middle School bilingual students comprise 3.08%, gifted and talented students, 12.45%, and 20.41% are in the special education program.

Connally Middle School's 54 teachers have been working at the campus for an average of 7 years with individual teaching experience averaging 11.3 years. Teachers at Stevenson Middle School, numbering 53 teachers, have been serving the school for an average of 12.1 years with individual teaching experience averaging 13.9 years.

Of its teaching staff, Connally Middle School no teacher serving the school for over 30 years, has eight teachers serving the school for 20-30 years, 19 teachers have worked for 11-20 years, 14 teachers have worked for 6-10 years, while 11 teachers have been serving the school for over 1-5 years, including four beginning teachers. Stevenson Middle School has two teachers serving the school for over 30 years, has 11 teachers serving the school for 20-30 years, 19 teachers have worked for 11-20 years, five teachers have worked for 6-10 years, while 14 teachers have been serving the school for over 1-5 years, including two beginning teachers.

In both schools, female teachers outnumber the male teachers. At Connally Middle School there are 37 female teachers and 17 male teachers. Of its teaching staff, 17 teachers are in special education without any assistance. In addition to its teaching staff, the school has two staff members in the school administration department and seven more working as school support staff.

At Stevenson Middle School there are 43 female teachers and ten male teachers. Of its teaching staff, 17 teachers are in special education without any assistance. In addition to its teaching staff, the school has three staff members in the school administration department and seven more working as school support staff.